My Teaching Philosophy
One of my fondest elementary school memories was reading to kindergarteners. I was in third grade, and the teachers asked me to participate in this activity. I found myself at ease in front of the class and engaged the younger children by modeling the teacher's reading style. Several years later, I had my first experience as an instructor for undergraduate diving skills classes. Since that time, my teaching philosophy has evolved but still situates the student at the center of learning. What started as reading to kindergarteners has developed into a love for education and my profession.
Intentionality is the foundation of my academic work. The students in my classes are a group of scholar-practitioners learning how to be effective educational leaders. I incorporate different methods for learning and encourage students to challenge their conventions on what it means to be a professional. While I assume the role of an expert in the field, especially when introducing new concepts, I place greater emphasis on the contributions students make to the course as they play a more crucial role in their own learning than my instruction alone. Learning occurs in context, and I strive to equip my students with the ability to apply the knowledge they gain in their academic studies to their practical work. In turn, I expect them to integrate their practical skills back into the classroom setting. My pedagogy situates students as the focal point of the class, modeling the student-centered philosophy of my profession.
I embrace the psychosocial theory of challenge and support (Sanford, 1966). Courses I design encourage students to challenge themselves. Simultaneously, I offer robust support to ensure that their success extends well beyond the course learning objectives. My syllabus, course schedule, and structured learning activities are detailed so students not only understand what is expected they also see the purpose. Acknowledging that my courses demand significant effort from students, I am committed to fostering their growth as scholar-practitioners through dedicated support and guidance.
A fundamental objective for all of my courses is to help students become engaged readers, especially during the initial stages of the Master's program when refining active reading skills is paramount. To achieve this, I carefully curate readings with specific intentions in mind. I refrain from assigning readings without prior discussion and clear connections to practical applications within higher education. In my courses, students are not burdened with inconsequential texts; instead, all readings are purposefully chosen to be relevant and complemented by well-structured learning activities.
Reflection is also a key component of my teaching because it encourages development. In every course, I prompt students to write an initial reflection paper about the topic. Towards the end of the semester, I task them with revisiting the topic, using their initial paper as a guide. This practice not only aids in content synthesis but also elevates their thinking to a metacognitive level, helping students to see their growth in knowledge, skills, and values.
Knowing that there is always room for improvement, I actively integrate student feedback to refine and enrich my courses. I also regularly employ classroom assessment techniques, such as "the muddiest point," to gauge their comprehension and clarify any confusing concepts. I conduct a mid-semester assessment of each course and make appropriate adjustments based on their feedback. Using students' feedback to improve their learning experiences validates their influence on the course and underscores my student-centered approach to education.
Teaching is my passion. I learn so much from my students, perhaps more than they do from me. They are the focal point of my academic career. I enjoy conducting research and contributing knowledge to the field of student development, but I find a deeper intrinsic satisfaction from helping students become change agents as leaders and scholars in education.
References:
Sanford, N. (1966). Self and society: Social change and individual development. New York: Atherton.
